Inquiry-based learning (IBL) is a well-documented educational paradigm that has been adopted for the teaching of various subjects. In the interest of finding novel methods of teaching a traditionally lecture-based subject, IBL was adopted into an undergraduate human anatomy course in 2009 as a project called Inquiry 216. This project allows students to engage in a group-oriented and open-ended research project culminating in a free-format presentation. Since its inception, Inquiry 216 has undergone multiple revisions in methodology, with particular attention paid to formalizing the role of student facilitation, encouraging graduates of Inquiry 216 to become facilitators, and the evaluation and subsequent improvement of IBL in the context of Inquiry 216. A chronological account of conception, issue identification, objective and subjective evaluation and improvement of Inquiry 216 to its present model is illustrated, along with a specific emphasis on the benefits of student-based facilitation. We suggest that successful development, evaluation and improvement of IBL as a parallel to didactic education can further enhance students’ potential and enthusiasm for learning across various subjects.
Objective and subjective evaluation of nausea in dogs prior to repeated chemotherapy
